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This text prepares pre-service teachers to best meet the needs of students entering the challenging middle years of their education.
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This text prepares pre-service teachers to best meet the needs of students entering the challenging middle years of their education.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: Cambridge University Press
- Seitenzahl: 296
- Erscheinungstermin: 13. August 2015
- Englisch
- Abmessung: 244mm x 170mm x 16mm
- Gewicht: 515g
- ISBN-13: 9781107432314
- ISBN-10: 1107432316
- Artikelnr.: 42284722
- Herstellerkennzeichnung
- Books on Demand GmbH
- In de Tarpen 42
- 22848 Norderstedt
- info@bod.de
- 040 53433511
- Verlag: Cambridge University Press
- Seitenzahl: 296
- Erscheinungstermin: 13. August 2015
- Englisch
- Abmessung: 244mm x 170mm x 16mm
- Gewicht: 515g
- ISBN-13: 9781107432314
- ISBN-10: 1107432316
- Artikelnr.: 42284722
- Herstellerkennzeichnung
- Books on Demand GmbH
- In de Tarpen 42
- 22848 Norderstedt
- info@bod.de
- 040 53433511
Susan Groundwater-Smith is an Honorary Professor in the Faculty of Education and Social Work at the University of Sydney.
Part I. Introduction: 1. Challenges for teaching and learning in the middle
years Susan Groundwater-Smith and Nicole Mockler; 2. Questions arising from
the history of schooling young people in the middle years Craig Campbell
and Kay Whitehead; Part II. The Needs of Learners in the Middle Years: 3.
Teaching academically at-risk students in middle school: the roles of
explicit instruction and guided discovery learning Andrew J. Martin; 4.
Success after (dis)continuous transfer? (Re)imaginative praxis for
pedagogy, curriculum and assessment Lisa Hunter; 5. A fair go and student
agency in the middle years classroom Susan Groundwater-Smith; 6. Consulting
young people in the middle years in New Zealand Jenny Poskitt; 7. High
possibility classrooms in the middle years: a model for reform Jane Hunter;
Part III. Curriculum, Pedagogy and Assessment in the Middle Years: 8.
Teaching strategies that encourage student effort in Year 8 and 9 Sara
Murray and Jane Mitchell; 9. Visceral pedagogies: learning to teach middle
years in the margins Sam Sellar; 10. The challenges of testing
accountability: understanding limitations and negotiating consequences Greg
Thompson; 11. Indigenous learners in the middle years Peter Buckskin; 12.
The experiences of M¿ori students in the middle years Angus Macfarlane; 13.
Changing scenarios for teaching and learning in middle years Margaret
Mulcahy; Part IV. Preparing Teachers for the Middle Years: 14. Teacher
identity in the middle years Donna Pendergast; 15. Swimming up-stream:
struggles in teacher education Sally Knipe; 16. Leading teacher
professional learning in the middle years Lyn Kirkby; Part V. Conclusion:
17. The middle years as a site for reform: from local to global Nicole
Mockler.
years Susan Groundwater-Smith and Nicole Mockler; 2. Questions arising from
the history of schooling young people in the middle years Craig Campbell
and Kay Whitehead; Part II. The Needs of Learners in the Middle Years: 3.
Teaching academically at-risk students in middle school: the roles of
explicit instruction and guided discovery learning Andrew J. Martin; 4.
Success after (dis)continuous transfer? (Re)imaginative praxis for
pedagogy, curriculum and assessment Lisa Hunter; 5. A fair go and student
agency in the middle years classroom Susan Groundwater-Smith; 6. Consulting
young people in the middle years in New Zealand Jenny Poskitt; 7. High
possibility classrooms in the middle years: a model for reform Jane Hunter;
Part III. Curriculum, Pedagogy and Assessment in the Middle Years: 8.
Teaching strategies that encourage student effort in Year 8 and 9 Sara
Murray and Jane Mitchell; 9. Visceral pedagogies: learning to teach middle
years in the margins Sam Sellar; 10. The challenges of testing
accountability: understanding limitations and negotiating consequences Greg
Thompson; 11. Indigenous learners in the middle years Peter Buckskin; 12.
The experiences of M¿ori students in the middle years Angus Macfarlane; 13.
Changing scenarios for teaching and learning in middle years Margaret
Mulcahy; Part IV. Preparing Teachers for the Middle Years: 14. Teacher
identity in the middle years Donna Pendergast; 15. Swimming up-stream:
struggles in teacher education Sally Knipe; 16. Leading teacher
professional learning in the middle years Lyn Kirkby; Part V. Conclusion:
17. The middle years as a site for reform: from local to global Nicole
Mockler.
Part I. Introduction: 1. Challenges for teaching and learning in the middle
years Susan Groundwater-Smith and Nicole Mockler; 2. Questions arising from
the history of schooling young people in the middle years Craig Campbell
and Kay Whitehead; Part II. The Needs of Learners in the Middle Years: 3.
Teaching academically at-risk students in middle school: the roles of
explicit instruction and guided discovery learning Andrew J. Martin; 4.
Success after (dis)continuous transfer? (Re)imaginative praxis for
pedagogy, curriculum and assessment Lisa Hunter; 5. A fair go and student
agency in the middle years classroom Susan Groundwater-Smith; 6. Consulting
young people in the middle years in New Zealand Jenny Poskitt; 7. High
possibility classrooms in the middle years: a model for reform Jane Hunter;
Part III. Curriculum, Pedagogy and Assessment in the Middle Years: 8.
Teaching strategies that encourage student effort in Year 8 and 9 Sara
Murray and Jane Mitchell; 9. Visceral pedagogies: learning to teach middle
years in the margins Sam Sellar; 10. The challenges of testing
accountability: understanding limitations and negotiating consequences Greg
Thompson; 11. Indigenous learners in the middle years Peter Buckskin; 12.
The experiences of M¿ori students in the middle years Angus Macfarlane; 13.
Changing scenarios for teaching and learning in middle years Margaret
Mulcahy; Part IV. Preparing Teachers for the Middle Years: 14. Teacher
identity in the middle years Donna Pendergast; 15. Swimming up-stream:
struggles in teacher education Sally Knipe; 16. Leading teacher
professional learning in the middle years Lyn Kirkby; Part V. Conclusion:
17. The middle years as a site for reform: from local to global Nicole
Mockler.
years Susan Groundwater-Smith and Nicole Mockler; 2. Questions arising from
the history of schooling young people in the middle years Craig Campbell
and Kay Whitehead; Part II. The Needs of Learners in the Middle Years: 3.
Teaching academically at-risk students in middle school: the roles of
explicit instruction and guided discovery learning Andrew J. Martin; 4.
Success after (dis)continuous transfer? (Re)imaginative praxis for
pedagogy, curriculum and assessment Lisa Hunter; 5. A fair go and student
agency in the middle years classroom Susan Groundwater-Smith; 6. Consulting
young people in the middle years in New Zealand Jenny Poskitt; 7. High
possibility classrooms in the middle years: a model for reform Jane Hunter;
Part III. Curriculum, Pedagogy and Assessment in the Middle Years: 8.
Teaching strategies that encourage student effort in Year 8 and 9 Sara
Murray and Jane Mitchell; 9. Visceral pedagogies: learning to teach middle
years in the margins Sam Sellar; 10. The challenges of testing
accountability: understanding limitations and negotiating consequences Greg
Thompson; 11. Indigenous learners in the middle years Peter Buckskin; 12.
The experiences of M¿ori students in the middle years Angus Macfarlane; 13.
Changing scenarios for teaching and learning in middle years Margaret
Mulcahy; Part IV. Preparing Teachers for the Middle Years: 14. Teacher
identity in the middle years Donna Pendergast; 15. Swimming up-stream:
struggles in teacher education Sally Knipe; 16. Leading teacher
professional learning in the middle years Lyn Kirkby; Part V. Conclusion:
17. The middle years as a site for reform: from local to global Nicole
Mockler.